| With the rapid development of globalization,more and more employers put forward clear requirements for the intercultural competence of talents.With the intensification of reform and opening up in China,the communication between China and foreign countries has become more and more essential,and intercultural competence has become a measure of new talents.Education is the hope of a country.The 2003 edition of English Curriculum Standard for senior high school and 2017 edition of English Curriculum Standard for senior high school issued by the Chinese Ministry of Education clearly require senior high school students to have intercultural competence.Most of the researches on intercultural competence are focused on the questionnaire and interview with students and teachers.These results of the researches are very clear.That is to say,the overall situation of intercultural competence of English teachers and students is alarming,which is reflected in their unbalanced development in the four dimensions: intercultural knowledge,skills,awareness and attitude(Tu Wei,2019).As a result,many Chinese students can get high scores in exams,but little of them can communicate with foreigners in English fluently.In the face of such a situation,the author tries to find out the reasons from the perspective of language testing.As an integral part of English teaching,English testing should also reflect intercultural competence.As an important language test in China,the washback effects of college entrance examination on teaching can not be underestimated(Hou Yunxing,2019).To a large extent,the teacher teaches what the college entrance examination tests and the student learns what the college entrance examination tests.Therefore,it is very important to study the condition situation of intercultural competence representation in the college entrance examination English papers.The text-based research of this paper adopts the methods of literature research,text analysis and statistical analysis,and takes the related theories of "intercultural competence test" and "English test and culture" as the theoretical basis of the research.It mainly discusses the present situation of intercultural competence representation in the national college entrance examination English papers.The following questions are specifically studied:1.What are the specific requirements of the English Curriculum Standard on intercultural competence,and the differences between the 2003 edition English Curriculum Standard of senior high school and the 2017 edition English Curriculum Standard of senior high school on intercultural competence?2.What is the overall situation of the intercultural competence representation in the national college entrance examination English papers?3.What are the distribution and the content types of intercultural competence in the national college entrance examination English papers?4.What is the specific content of intercultural competence in the national college entrance examination English papers?The results show that:1.By comparing the two versions of English Curriculum Standard,the author finds that compared with the 2003 edition English Curriculum Standard for senior high school,the 2017 edition English Curriculum Standard for senior high school improves the cultivation of intercultural competence in the aspects of curriculum objectives,core quality of subjects,context of "people and society",as well as elements of "language knowledge" and "cultural knowledge",and requires more detailed cultural teaching.2.In the national college entrance examination English papers from the year 2015 to 2019,there are 50 texts representing intercultural competence,accounting for 18.80% of the total texts.It shows that the number of intercultural competence related texts in the national college entrance examination is small.3.The three types of text materials(Listening Type、English Reading Type、Chinese Reading Type)all reflect intercultural competence,but the proportion of intercultural competence texts in different types of texts materials is quite different.Among them,the proportion of intercultural competence in listening texts is low,accounting for only 2.14% of the total listening texts.The proportion of intercultural competence in Chinese reading texts is the highest,accounting for 92.86% of the total Chinese reading texts.The proportion of intercultural competence in English reading texts is moderate,accounting for 30.36% of the total English reading texts.4.English reading type materials include reading comprehension,cloze,grammar and essay correction.Among the four types of questions,the proportion of grammar text materials reflecting intercultural competence is the highest,which is 50%.The second is reading comprehension.41.67% of reading comprehension text materials reflects intercultural competence.The percentage of cloze text materials reflecting intercultural competence is 14.29%.The intercultural competence is not reflected in the essay correction text materials.5.In the 14 sets of national college entrance examination English papers from the year 2015 to 2019,the testing of students’ intercultural competence is not balanced,and these tests mainly focus on the cultural knowledge and skills in intercultural competence.The proportion of cultural knowledge content is small,and the type of cultural knowledge is single,with the most cultural knowledge covered in 2019 II and 2019 III,involving four types of cultural contents.The 14 sets of papers involve seven types of cultural knowledge,among which types of cultural knowledge have the highest frequency,namely: architecture and traffic,literature and art,lifestyles.The testing of cultural skills is all concentrated in Chinese reading texts,that is,through English writing to test students’ cultural skills.Based on the above findings,the author puts forward some suggestions on how to improve the intercultural competence representation in the national college entrance examination English papers and intercultural competence teaching,aiming to improve the intercultural competence of students and teachers. |
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